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INDONESIA
Jurnal Arbitrer
Published by Universitas Andalas
ISSN : 23391162     EISSN : 25501011     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
ARBITRER Jurnal Masyarakat Linguistik Indonesia, merupakan jurnal ilmiah yang menyajikan artikel orisinil tentang pengetahuan dan informasi penelitian atau aplikasi penelitian dan pengembangan terkini dalam bidang ilmu bahasa (linguistik). Jurnal ini merupakan sarana publikasi dan ajang berbagi informasi keilmuan terkait dan pengembangannya di bidang humaniora khususnya linguistic, yang diterbitkan oleh program studi Linguistik Unand. Pemuatan artikel di jurnal ini dialamatkan ke alamat editor. Informasi lengkap untuk pemuatan artikel dan petunjuk penulisan artikel tersedia di dalam setiap terbitan. Artikel yang diterbitkan telah melalui proses seleksi oleh editior dan reviewer. Jurnal ini terbit secara berkala sebanyak dua kali dalam setahun (April dan Oktober). Artikel yang lolos seleksi akan dipungut biaya guna keberlanjutan jurnal, sedangkan pengiriman naskah tidak dipungut biaya. Diharapkan ARBITRER Jurnal Masyarakat Linguistik Indonesia cabang Universitas Andalas dengan tampilan baru ini akan terbit berkelanjutan dan terakreditasi.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "Vol. 12 No. 1 (2025)" : 8 Documents clear
The Power of Visual Communication: Analyzing Visual Multimodal Cybertext Contexts in Indonesian Cyber Pragmatics Rahardi, R. Kunjana; Rahmat, Wahyudi; Setyaningsih, Yuliana; Handoko, Handoko
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.54-68.2025

Abstract

The rapid advancement of technology has significantly influenced the field of linguistics, particularly pragmatics, by expanding its scope from traditional intra-linguistic factors to encompass extralinguistic contexts such as social, cultural, situational, and cyber dimensions. This shift has ushered in functionalistic and post-functionalistic approaches in Indonesia, broadening the field to include semantic, cultural, cognitive, and cyber pragmatics. This study investigates how visual multimodal cybertext contexts in Indonesian digital media affect the interpretation of speech intent. This research draws on five selected visual, multimodal text excerpts from social media collected through free-flowing listening and note-taking, and it employs distributional and extralinguistic analysis methods. The findings reveal three primary roles of visual elements in cybertext: (1) typographic visuals that clarify background context for intended meaning, (2) visual icons that aid in contextual explanation, and (3) illustrative visuals that enhance understanding of the communicated message. These visual components are essential in facilitating accurate interpretation and engagement with speech acts in digital spaces. Addressing the gaps in understanding these elements can enhance communication strategies in Indonesian digital media, supporting clearer interaction and comprehension in a multicultural digital environment. This research contributes to the evolving field of cyber pragmatics by demonstrating the need for effective multimodal approaches to digital communication, especially in diverse sociocultural settings.
Perception of Studying Mandarin from Home: An Analysis from McLelland’s Theory Low, Hiang Loon; Goh, Chin Shuang; Teh, Hong Siok; Aini, Tuan Sarifah
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.82-95.2025

Abstract

Studying from home may cause problems for academic performance and psychological well-being, however, studying from home may bring advantages for “flexibility”, “study-life balance” and academic achievement. Hence, this paper investigated whether university students gained benefits by studying Mandarin (as a foreign language) from home based on the Theory of Needs of David McClelland. This theory has linked to the Need for Power (through Flexibility), the Need for Affiliation (through Study-Life Balance) and the Need for Achievement (through Learning Performance). The study employed a quantitative method, and the instrument used was a survey. The samples comprised of 326 students who enrolled in a Mandarin course at the Universiti Teknologi MARA (UiTM), Shah Alam and Puncak Alam, Selangor. The data was analysed using the Statistical Packages for Social Sciences (SPSS) for obtaining descriptive statistics such as mean scores, standard deviations and correlation. In terms of the Need for Power (through Flexibility), the results demonstrated that students very often had the power for saving on commuting expenses and focus on the study; while the results for the Need for Affiliation (through Study-Life Balance) revealed that students were able to save more time to handle tasks on hand, attend to family needs and enhanced family relationship. The results for the Need for Achievement (through Learning Performance) indicated that students very often had control over learning performance due to their Mandarin lecturers understood their challenges, provided more learning materials and monitored their progress. It is recommended that the motivation to study from home can be further explored. This study could be replicated to examine if the McClellan’s Needs Theory would meet the needs of other larger groups of students.
EFL Students’ Experience in Distance Learning during COVID-19 from a Multidimensional Transactional Distance Perspective Murad Abdu Saeed; Su Kia, Lau; Ahmed Ali Mahdi; Almaamari, Ahmed Ali
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.1-13.2025

Abstract

Emergence learning during the COVID-19 pandemic was a challenging experience for many learners possibly due to the physical and psychological distance. This distance conceptualized as a transactional distance according to Moore’s theory is a critical issue in distance learning. Therefore, the present study attempted to (1) determine Saudi EFL students’ levels of perceived transactional distance in distance learning, (2) measure the impact of the interaction of course structure, dialogue and learner autonomy on Saudi EFL students’ perceived TD in distance learning during the COVID-19 pandemic (3) examine the effect of socio-demographic and environmental factors on their perceived transactional distance. By administering a multidimensional electronic (e-)survey to 189 students joining distance learning in a Saudi public university, the study provided evidence of learners’ high levels of perceived dialogue, structure, and autonomy, along with low levels of perceived transactional distance. The correlation analyses showed that dialogue, structure, and learner autonomy significantly and inversely correlate with learners’ transactional distance. The ANOVA analysis revealed that the interaction of dialogue and course structure significantly impacts the perceived transactional distance. Moreover, learners’ levels of perceived transactional distance varied according to their socio-demographic and environmental factors, specifically age, gender, university discipline/major and number of online courses taken by them. The study provides useful pedagogical implications for technology use in sustaining learners’ online learning experiences in terms of dialogue, structure and autonomy and in reducing their perceived transactional distance. Thus, the study is useful for promotion of the distance learning potentials in higher educational institutions.
Balancing Language Learning with Translanguaging: Insights from Yunnan Agricultural University Xin, Ke; Yap, Teng Teng
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.27-39.2025

Abstract

This study investigates the strategic application of translanguaging in English classes at Yunnan Agricultural University, a context marked by significant linguistic diversity and socio-economic challenges that have been underexplored. Employing a mixed-methods approach, the research integrates quantitative surveys and qualitative interviews to provide comprehensive analysis. Grounded in Vygotsky’s sociocultural theory, which emphasizes the importance of social interaction and cultural context in cognitive development, the study reveals that translanguaging significantly enhances comprehension and reduces stress for students across varying levels of English proficiency. However, it also identifies potential risks associated with excessive reliance on native languages, which may hinder the development of critical cognitive abilities necessary for English language acquisition. The findings underscore the importance of a balanced approach to translanguaging, where strategies are carefully adapted to the unique linguistic, cultural, and institutional contexts of learners. This research highlights the need for further exploration into how translanguaging strategies can be optimized to support both critical thinking and language comprehension in diverse educational settings.
Exploring Approaches and Motivations of Plays on Words in Enterprise Names in Yogyakarta Putu Wijana, I Dewa; Yoga, Adwidya
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.40-53.2025

Abstract

This article was initially triggered by the use of ‘plays on words’ found in enterprise naming around Yogyakarta. Based on that phenomenon, this article focused on approaches and motivations of enterprises naming using plays on words, influences of foreign languages used as naming models, and their semiotic interpretations. The data were collected were in the forms of enterprise names suspected to have been created as plays on words by observing enterprises’ billboards and placards around Yogyakarta. The data were also gained by interviewing several enterprise owners to reveal the motivations underlying the use of plays on words. The collected data were analyzed to unveil the closest pronunciations, meanings, and spelling of the names of enterprises influenced by various context, such as the products yielded, services offered, environments, location of enterprises, etc. This article found that naming practices involve several approaches, i.e., spelling deviations, homo phonic and nearly homo phonic pairing, spelling permutations, contractions, and word-to-word translation. There were at least six foreign languages used as models, namely English, French, Italian, Japanese, Mandarin, and Arabic. Two main motivations were identified for these naming practices: to create jokes and to lend beauty. From a semiotic viewpoint, these phenomena constitute struggles of the dominated group, whose language is socially less prestigious, against the dominant group, whose language is considered more prestigious. It implies that using plays on words strategy in naming enterprises can be seen as a branding strategy to generate jokes or fun names and to lend beauty which in the end impact in persuading target market to visit their business enterprises.
Metacognition in Academic Writing: Analyzing Strategies and Gender Differences among Moroccan University EFL Learners EL Hosayny, Otmane; Razkane, Hassane; Yeou, Mohamed
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.14-26.2025

Abstract

Metacognitive awareness plays a facilitative role for students to regulate, monitor, and evaluate their cognitive processes. While plethora of studies has been conducted in L2 writing context, yet little research has delved into the interconnectedness between metacognitive strategy use, gender as mediating factor, and writing performance in English as a Third language (L3) context. To fill this research gap, the present study tackled the relationship between students’ awareness of metacognitive writing strategies and argumentative writing performance. It also sought to determine the role of gender in moderating this relationship. Using convenience sampling, eighty-two second-year university students were assigned an argumentative essay test and were administered an adapted version of a questionnaire to measure their awareness of metacognitive writing strategies during the writing process. Data were analyzed using various statistical tools, including multiple linear regression and ANCOVA analyses. Results indicated that although students demonstrating moderate levels of awareness of metacognitive writing strategies, this awareness did not strongly correlate (r=0.192) with their academic writing performance. Despite students’ awareness of metacognitive strategies, they still lacked active implementation of these strategies. Gender analysis revealed the existence of slight gender differences in metacognitive awareness of writing strategies and writing outcomes, with females slightly outscoring their male counterparts on both metacognitive and writing achievement. To this end, we recommend implementing targeted explicit instruction and scaffolded support to aid students in applying these strategies effectively in their academic writing tasks. By fostering metacognitive awareness and emphasizing ongoing practice, students cannot only translate their metacognitive awareness into improved performance but also acquire the essential tools for academic success.
Copular Clauses in Malay with Distal Demonstrative Itu Mustaffa, Amir Rashad
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.69-81.2025

Abstract

The limited research in Malay nonverbal predication has predominantly revolved around the two attested copulas ialah and adalah. In fact, there is another grammatical element that appears to serve as a copula to the constituents flanking it, namely itu. Seeing that this distal demonstrative pronoun has never  received  any attention as a copula in the linguistics literature before, this study investigates the copular use of itu in Malay, focusing on its morphological, syntactic, semantic, and information-structural features within nonverbal clauses. Employing a qualitative approach through the descriptive method in linguistics, the analysis encompasses a range of nonverbal clauses taken from mainstream Malay news portals online to reveal that itu  exhibits many copula-like characteristics. Constituent analysis was used to identify the linguistic features of the subject, the predicate, and most importantly itu. Only sentences with a generic subject and a predicate of the grammatical categories NP, AP, or PP were chosen so as to ensure that itu was not associated with the subject and the sentence was nonverbal. Morphologically, itu can combine with 3rd person ia to form a clarifying expression comparable to the embedded copular clause “which is…” in English. Syntactically, itu has the same distribution and behaviour as the other copulas in Malay. Semantically, itu is vacuous, making no contribution to the overall meaning of the clause. Information-structurally, itu does not carry any roles associated with the topic or focus. This research enriches our understanding of Malay linguistic structures, particularly in the underexplored area of nonverbal predication in Malay. Additionally, it provides historical linguists with insights into the evolution of pronominal elements into copulas as it happens. The findings have broader implications for the study of syntactic evolution and typological studies in Austronesian languages and beyond  
Constructing the Validity of a Reading Assessment Model for 21st Century Education with a Focus on Self-Directed Learning Yulmiati; Purba, Andiopenta; Harisnawati; Akhyaruddin; Adrias, Adrias; Nazhifah; Yulastri, Weni
Jurnal Arbitrer Vol. 12 No. 1 (2025)
Publisher : Masyarakat Linguistik Indonesia Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/ar.12.1.96-113.2025

Abstract

The purpose of this study is to validate a theoretically based blended assessment model with SDL and to show empirical validation of it. The study materials developed include a Model Book, a Students’ Book, and a Lecturer’s Book modeled on an authentic blended assessment framework for Basic Reading. A mixed-methods approach was used, and the validation process involved six expert validators. one-on-one evaluations were conducted with ten students and one lecturer who were purposively selected to be part of the study. The data were collected from validation sheets as well as semi-structured interviews. The results of statistical analysis performed on expert validation showed that the evaluation model has achieved high validity (i.e., content, construct, criteria, and face validity), producing a highly valid prototype of instruction. The findings indicate that there is no need for any further refinements,  and the model is thus ready for immediate implementation. Moreover, the intrinsic and impact validity of the authentic blended assessment model was corroborated with the support of empirical user validation (lecturer and students) feedback. This describes the inherent characteristics that include main usability elements like clarity, easy usage, logical mapping, and completeness of learning content. The impact aspect highlights the effectiveness and worthiness of using the products in real-world learning environments. The study addresses an important gap in reading assessment and presents a practical and effective solution for educators and institutions looking to leverage Basic Reading assessor skills within a Self-Directed Learning principles approach. The results can provide an important link to promote autonomous learning, develop evaluation methods, and, finally, enhance students’ independent learning ability and academic achievement.

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